8th Grade English Language Arts & Reading
|8th Grade English Language Arts & Reading |TEKS: Use comprehension skills to |
|Third Six Weeks: Weeks 1-2 Theme: Believe It or Not |listen attentively to others in |
|Time Frame: 10 Days Genre: Informational Text, Biography |formal and informal settings. ELAR |
|Writer: Jennifer Tippett Writing: Expository |8.26; Participate productively in |
| |discussions, plan agendas with |
| |clear goals and deadlines, set time|
| |limits for speakers, take notes, |
| |and vote on key issues. ELAR 8.28; |
| |Use context (within a sentence and |
| |in larger sections of text) to |
| |determine or clarify the meaning of|
| |unfamiliar or ambiguous words or |
| |words with novel meanings. ELAR |
| |8.2B; Use a dictionary, glossary, |
| |or a thesaurus (printed or |
| |electronic) to determine the |
| |meanings, syllabication, |
| |pronunciations, alternate word |
| |choices, and parts of speech of |
| |words. ELAR 8.2E; Make complex |
| |inferences about text and use |
| |textual evidence to support |
| |understanding. Figure 19.110.20D B;|
| |Speak clearly and to the point, |
| |using the conventions of language |
| |ELAR 8.27; Work productively with |
| |others in teams. ELAR 8.28; |
| |Summarize the main ideas, |
| |supporting details, and |
| |relationships among ideas in text |
| |succinctly in ways that maintain |
| |meaning and logical order. ELAR |
| |8.10A; Establish purposes for |
| |reading selected texts based upon |
| |own or others‘desired outcome to |
| |enhance comprehension. Figure 19 |
| |110.20A; Ask literal, interpretive,|
| |evaluative, and universal questions|
| |of text. Figure 19.110.20B; Make |
| |subtle inferences and draw complex |
| |conclusions about the ideas in text|
| |and their organizational patterns. |
| |ELAR 8.10C; Plan a first draft by |
| |selecting a genre appropriate for |
| |conveying the intended meaning to |
| |an audience, determining |
| |appropriate topics through a range |
| |of strategies (e.g. discussion, |
| |background reading, personal |
| |interests, interviews), and |
| |developing a thesis or controlling |
| |idea. ELAR 8.14A; Brainstorm, |
| |consult with other, decide upon a |
| |topic, and formulate a major |
| |research question to address the |
| |major research topic. ELAR 8.22A; |
| |Apply steps for obtaining and |
| |evaluating information from a wide |
| |variety of sources and create a |
| |written plan after preliminary |
| |research in reference works and |
| |additional text researched. ELAR |
| |8.22B |
|Objective: | |
|The students will develop and use wall charts and work collaboratively with peers to support learning. Engage in strategies to develop | |
|vocabulary. | |
|The students will apply knowledge text features and organizational structures to understand information text. | |
|The students will apply comprehension skills by learning and practicing active reading strategies. | |
|The students will write responses to questions about theme, genre, and techniques related to the study of informational text. | |
|The students will participate in whole group inquiry-based discussions. | |
|The students will engage in study to deepen understanding of grammar concepts: identify, analyze, and imitate authors‘techniques. | |
|The students will identify, analyze, and imitate the effects of authors‘stylistic techniques (e.g., WriteAbouts, WriteLikes). | |
|The students will use elements of the writing process to compose texts (informational text). | |
|The students will employ research strategies to gather, plan, organize, and present ideas and information. | |
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|Overview: | |
|Develop a deeper understanding of the characteristics and features of informational text; | |
|Develop a deeper understanding of the techniques used in writing informational texts; | |
|Develop a deeper understanding of the strategies one can use to become better reader and writer of informational text; | |
|Develop a deeper understanding of the research skills in exploring and planning future career paths. | |
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|Literary Terms: | |
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|Expository writing | |
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|Summarize | |
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|Text features | |
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|Idiom | |
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|inference | |
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|Six Weeks Project: | |
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|Write a feature article that synthesizes information from unit texts and independent research. Develop a web page that communicates the | |
|information included in the feature article. | |
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|Essential Questions: | |
|How does comprehension of informational text contribute to lifelong learning? | |
|What do these texts teach us about informational writing? | |
|What techniques do these writers use in writing informational text? | |
|How can research skills help us as readers and writers? | |
|Suggested Lesson Ideas: | |
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|Introduction to Unit: | |
|Continue to build a close-knit community of learners, developing relationships that value and nurture each student. | |
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|Consider asking students to reflect on the work they have done and what they have learned during the year. The wall charts, | |
|Reader‘s/Writer‘s Notebook, profiles, and other artifacts serve as reminders and documentation of growth over the year. Engage in | |
|discussion and goal setting as the 3rd six weeks begins. | |
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|Emphasis on Reading, College and Workforce Readiness. Ask students to reflect and discuss the work they have done that will be | |
|especially helpful in their preparation for college and work. Ask, “What have they learned.” Allow time for a brief pair-share and | |
|discussion among the whole group. Tell students that the emphasis on preparation for the future will continue in this unit as they study| |
|informational text, research relevant topics, and make connections to career choices. | |
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|Introduce the unit with a brief review of the theme, genre, and overarching questions. Review the culminating project and independent | |
|reading tasks. | |
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|Lesson 1: Read “The Spider Man Behind Spider-Man” to Get the Gist | |
|Connect and Engage | |
|QuickWrite: Ask students to write about their dream jobs. Then have a class discussion on what constitutes a dream career. | |
|Invite students to work on the survey activity by asking several of their classmates what their dream jobs are and why they chose the | |
|jobs they did. Let students compare and contrast their chosen careers. | |
|Provide students with information about the author and background to the article. | |
|To further engage students, let them watch the video trailer introducing the article and Steven Kutcher, the man behind Spider-Man. | |
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|Encourage students to use active reading strategies such as annotating the text using the district‘s Code System for Note-Taking. | |
|Encourage students to write their notes on sticky notes and affix them on their books. Invite students to share their notes to the whole| |
|class. | |
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|Develop Vocabulary in Context. Prior to reading, have a brief discussion on possible strategies students use in determining meaning of | |
|unfamiliar word. Then explain to students that sometimes a writer helps readers understand the meanings of unfamiliar, ambiguous, or | |
|novel words by providing specific clues. (See types of clues on p. R68). Model for the class how to choose an unfamiliar word from the | |
|article. Tell students what you think the word means based on clues you found surrounding the new word in the text. Record your response| |
|on the vocabulary building chart. Let students know that the fourth column should be completed after reading the entire article. | |
|Students may use a dictionary to complete the fourth column. Encourage students to use the chart throughout the unit to create their own| |
|individualized vocabulary lists. Students can refer to their vocabulary lists when writing their feature article. | |
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|[pic] | |
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|Read to Get the Gist of “The Spider Man Behind Spider-Man” | |
|Preview the Text. Introduce students to their first informational text. Tell students that informational text such as this has many | |
|features that are designed to support readers in navigating through resources and providing reader-friendly access to content. Have a | |
|brief discussion of some of the text features from the list. Then ask students to preview the article by skimming/scanning its text | |
|features. Ask: How many features did you find? What information do you think the article will provide? Record students’ responses on | |
|chart. Tell students that they will revisit their responses after reading the text. (See Skimming and Scanning Guide and List of | |
|Informational Text Feature.) | |
|Tell students that this text is an example of a feature article. Ask students what they think are the characteristics of an effective | |
|feature article. Chart students’ responses and revisit it after reading the entire article. Discuss the different types of feature | |
|articles. Allow students to cuts out a feature article of his or her choice from the newspaper or a magazine. Encourage students to give| |
|a brief summary of the article. Then ask students to identify and give specific reasons what made them think the article belongs to this| |
|type of feature article. | |
|As students read the text, ask them to keep in mind the following comprehension questions: What is the subject? What is the purpose? | |
|What is the main idea or message of the article? How do you know? Post the comprehension questions. | |
|Model Reciprocal Process during Read Alouds. Post active reading strategies chart (predict, clarify, question, and summarize). Begin | |
|reading the text aloud while students read along or students may listen to audio recording of the article. Use thinking aloud to model | |
|how you predict, clarify confusing ideas, and ask questions. Make your thinking as transparent as possible, so the students can better | |
|understand your conscious effort to use the active reading strategies as tools in understanding the content of the article. As you think| |
|aloud, make it clear which of the active | |
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|reading strategies you are applying. For example, while reading the article, you might stop reading, point to the boldface type on text | |
|and say: “I can predict that this section is on.…” You might also stop reading, point to the word “question” on the chart and wonder: “I| |
|have a question here. I am puzzled by….” To demonstrate clarifying, you might say: “I need to stop for a minute to clarify my thinking | |
|about this. I think the author means….” (See sample questions/stems.) For each step of the process, point to the chart and be certain | |
|the students know which of the four steps you are modeling. Repeat the steps to each new section of text to ensure that students know | |
|how readers use them over and over while reading a single text. | |
|Show students how you track your authentic thinking by recording your thoughts on sticky notes and affixing them to the text. | |
|As students demonstrate that they understand the steps, start engaging them in an interactive read aloud where the teacher does the read| |
|aloud while students actively predict, question, clarify, and summarize the text. Teacher guides and coaches the students‘ efforts. | |
|Encourage students to begin recording their thinking on sticky notes. | |
|Summarize. Ask students to retell the main idea or key points in the article in the order in which they appear in the original text. As | |
|students read the text, they also chart key points. Tell students that they will use these notes to summarize the article in their | |
|Reader/Writer Notebooks. | |
|StepBack on Reading: Ask students “What helped you figure out and understand what happened in this article? Why is it important to be an| |
|active reader while reading an informational text?” | |
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|Lesson 2: Reread “The Spider Man Behind Spider-Man” for Significant Moments | |
|Invite students to reread the text and identify three sentences or ideas that are most significant to their understanding of the | |
|author‘s purpose or message. Students should use the T-chart as routine. Ask students to share their significant sentences and | |
|explanations first with a peer. Then share with the entire class. | |
|StepBack: Encourage students to reflect with a partner. Ask: What did you do to explain the significance to the text? What did you learn| |
|from hearing a range of moments and explanations? Students record their responses in their Reader/Writer Notebooks. | |
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|Lesson 3: Inquiry-based Discussion of “The Spider Man Behind Spider-Man” | |
|Write-About-Guiding Question: What is the author’s attitude toward the topic? How did it influence his career choice and affect his | |
|career advancement? | |
|Write the guiding questions on the board, chart paper, or a transparency and give students 3-5 minutes to write their answers to the | |
|questions in their Reader/Writer Notebooks. Remind students to provide their responses with supporting evidence from the article. | |
|Share Responses in Pairs | |
|Ask students to turn and talk to a partner. Give students five minutes to discuss their responses. Remind students that this partner | |
|talk is preparation for a whole group discussion on the same question. | |
|Inquiry-based Discussion | |
|Engage students in a whole group inquiry-based discussion for about 20-25 minutes. Remind students about the norms for the inquiry-based| |
|discussion. Keep the discussion norms posted. | |
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|StepBack: Based on the discussion, would you change your response in your WriteAbout? If so, how and why would you change it? Press | |
|students to be specific in their answers. Engage in a whole class sharing. | |
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|Lesson 4: Read to Analyze Author’s Techniques | |
|Allow students to work with a partner in studying author‘s techniques. Ask: What techniques does the author use to communicate her idea | |
|and purpose? How do text features and text structures help support the reader in gaining an understanding of the article? Invite | |
|students to revisit the List of Informational Text Features. Add new responses to the chart. | |
|Revisit Characteristics Chart. Ask students what they like about the article; have students refer to the text when sharing. Then ask: | |
|What did the writer do to make the article interesting and easy to comprehend? Guide students in comparing their responses with what is | |
|on the chart. | |
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|Add only new ideas to chart, “Characteristics of an Effective Feature Article.” | |
|Show students the list of different types of feature articles. Ask: What type of feature article is The Spider Man Behind Spider-Man? | |
|How do you know? Discuss the elements of the feature article. | |
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|If needed, have mini-lessons on common text structures (i.e. cause-effect, chronological, problem-solution, etc.). Guide students in | |
|identifying and analyzing text structures used by the author in this article. Ask: Why is it important to understand how the author | |
|organizes the ideas and information in the selection? | |
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|Lesson 5: Researching a Topic | |
|Research on Career Choice: Point out how Krutcher‘s passion for insects led him to pursue a career in that field. Guide students to | |
|think about their own career choice. Show students how to use Career Matchmaker, an interactive interest inventory, which provides | |
|individualized feedback on one‘s career choices. Students may save results on career suggestions in their Career Cruising on-line | |
|portfolio. | |
|Encourage students to choose two possible career choices they are interested in pursuing from the list generated by Career Matchmaker. | |
|Ask students to complete career choice chart to give them the opportunity to reflect on their career option. Allow students to share | |
|their choices with a small group. | |
|StepBack: What does your career choice reveal about yourself? | |
|Prewriting | |
|Finding and Narrowing a Topic. Tell students to think about the career that interest them. Then encourage students to think of topics | |
|related to their choice of career. Students brainstorm and list possible topics on Feature Article Organizer Form 1. Then students are | |
|asked to stand up and form two lines, facing each other. Each student is given two minutes or less to quickly read the list to a | |
|partner. Each partner is required to listen without giving any comment while the list is being read. Then the partner must pick one | |
|topic he or she would be most interested in learning more about. This process should be repeated again after the students step to the | |
|right and face a new partner. Give students opportunity to share with at least two or three different partners before switching roles | |
|and listen to their partners‘ lists. This process is designed to help the students pick a topic that would not only interest them but | |
|their audience/peers as well. | |
|Remind students to keep all their writings and readings on informational text inside their Feature Article Research Folders. | |
|Guide students to narrow their topics by following the guidelines listed on page 1079. Explain to students that their topic must be | |
|specific and interesting enough to develop into a feature article. (See examples.) | |
|Encourage students to engage in a nonfiction inquiry by using the KWL chart found in the middle part of their Feature Article Form 1. | |
|Invite students to write what they (K) know about the topic and what they (W) want to answer (questions). Students will write their | |
|responses on what they (L) learned on the topic after they are given time to do their research in the school library. | |
|Guide students in outlining informational text. Give students time to organize their research data using a flow chart or an outline. | |
|Give students an opportunity to learn more about their topics by using any of the following methods: use the internet, talk with people,| |
|use print resources, and talk with a librarian. | |
|Ask students to complete an exit slip reflecting learned information. An exit slip is a written reflection completed by a student to | |
|explain what he/she learned or had difficulty with or question about the day‘s lesson or activity. It must be handed in before student | |
|exits the room. | |
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|Differentiation: | |
|During core program/core instructional time | |
|Allow visual learners to draw pictures on the vocabulary building chart before writing a definition. | |
|Ask students if they can remember how each vocabulary word listed on p. 898 was used in the article. If necessary, allow students to | |
|refer to the usage in the selection and use context clues to help them determine which pairs are synonyms and which are antonyms. | |
|In combination with the Audio Anthology CD, use one or more Targeted Passages (pp. 892, 894, 896) to ensure students focus on key facts,| |
|concepts, and skills. | |
|Allow students who have difficulty writing on sticky notes to tape record their thoughts while reading. They can also work with a | |
|partner to complete this task. | |
|Help students read and understand the Summary (RM p.19). Make sure they know who Spider Man is (comic book and movie hero) and discuss | |
|that ―spider‖ is used in the title as an adjective and as part of a compound noun. Have students focus on the following and share the | |
|results: | |
|Beginning – What is the topic of the article? | |
|Intermediate – Identify three things that Kutcher does. | |
|Advanced – Retell Kutcher‘s training and background. | |
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|Advanced High – Retell Kutcher‘s Spider-Man movie experience. | |
|Students may practice with a partner on how to ask and respond to interpretive questions during inquiry discussion. Remind students to | |
|use question/response stems as scaffolds. | |
|Conference with students to determine if topic they selected is appropriate. | |
|Allow students to brainstorm their topics out loud to a teacher or peer before writing. | |
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|Extensions: | |
|Create a database of new vocabulary words based from students‘responses per class. Use one field for words, one for definition, and | |
|another for parts of speech. Allow students to refer to this whenever they write something in class. | |
|Using the internet, ask students to locate, read, and analyze other feature articles on topics of interest. Students may work with a | |
|partner. Invite students to share their findings in class. Let students use Analyzing Feature Article Form. | |
|Students collaborate to develop a career collage. Students may select clipart and pictures from magazines or the internet that reflect | |
|different aspects of their chosen career. This collage will be revisited throughout the fifth six weeks. | |
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|Gifted/Talented: | |
|In science, students study matter. Encourage students to find out what combination of elements gives spider webs their elasticity and | |
|strength . Then have them fill out a KWL chart on spiders and share their findings with the class. | |
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|Interventions: | |
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|Tier 2 | |
|Review text features with students. These include headings, subheadings, sidebars, bulleted and numbers lists, etc. Have students find | |
|examples of these text features in newspaper or in magazine articles. Some articles from the textbooks may also be used. Pressed | |
|students to explain the role of these features in an informational text. | |
|In small groups, take students in the library and teach them how to find information in the library. Pair student with another student | |
|to be research partners. Give enough support to students who need it without doing the work for them. | |
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|Suggested Assessment: | |
|Reader’s/Writer’s Notebooks Teacher observations | |
|Individual fluency probes Evidence of accountable talk | |
|Fluency Rubric Checklist Completed T-Chart | |
|STAR Diagnostic Report Benchmarks | |
|AR Testing | |
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|Resources: | |
|Holt McDougal Literature, Grade 8 Teacher created material | |
|Holt McDougal Literature, Audio Anthology CD | |
|Glencoe Writer’s Choice, 8 Word Wall | |
|Technology Vocabulary Log | |
|Graphic Organizers Student AR Goal Sheets | |
|Ancillary Material | |
|Video: | |
|Websites: Renaissance Place (AR), Holt Online Resources | |
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|Literature Selections: | |
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|pp.884-889 | |
|Reading Informational Text | |
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|pp.890-897 | |
|Spider Man Behind Spider- | |
|Man’ | |
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|p.R68 | |
|Specific Context Clues | |
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|pp.891, 898 | |
|Vocabulary in Context | |
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|R8-R13 | |
|Reading Informational Text | |
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|8th Grade English Language Arts & Reading |TEKS: Use context (within a sentence |
|Third Six Weeks: Weeks 3-4 Theme: Believe It or Not |and in larger sections of text) to |
|Time Frame: 10 Days Genre: Informational Text, Biography |determine or clarify the meaning of |
|Writer: Jennifer Tippett Writing: Expository |unfamiliar or ambiguous words or words |
| |with novel meanings. ELAR 8.2B; |
| |Summarize the main ideas, supporting |
| |details, and relationships among ideas |
| |in text succinctly in ways that |
| |maintain meaning and logical order. |
| |ELAR 8.10A; Establish purposes for |
| |reading selected texts based upon own |
| |or others‘ desired outcome to enhance |
| |comprehension. Figure 19.110.20B; Use |
| |comprehension skills to listen |
| |attentively to others in formal and |
| |informal settings. ELAR 8.26; Make |
| |subtle inferences and draw complex |
| |conclusions about the ideas in text and|
| |their organizational patterns. ELAR |
| |8.10C; Synthesize and make logical |
| |connections between ideas within a text|
| |and across two or three texts |
| |representing similar or different |
| |genres, and support those findings with|
| |textual evidence. ELAR 8.10D; Ask |
| |literal, interpretive, evaluative, and |
| |universal questions of text. Figure 19 |
| |110.20B; Follow the research plan to |
| |gather information from a range of |
| |relevant print and electronic sources |
| |using advanced search engines. ELAR |
| |8.23A; Categorize information |
| |thematically in order to see the larger|
| |constructs inherent in the information.|
| |ELAR 8.23B; Develop drafts by choosing |
| |an appropriate organizational strategy |
| |(e.g., sequence of events, |
| |cause-effect, compare-contrast) and |
| |building on ideas to create a focused, |
| |organized and coherent piece of writing|
| |ELAR 8.14B; Revise drafts to ensure |
| |precise word choice and vivid images; |
| |consistent point of view; use of |
| |simple, compound, and complex |
| |sentences; internal and external |
| |coherence; and the use of effective |
| |transitions after rethinking how well |
| |questions of purpose, audience, and |
| |genre have been addressed ELAR 8.14C; |
| |Use and understand the function of the |
| |following parts of speech: appositives |
| |in the context of reading, writing, and|
| |speaking. ELAR 8.19A. ii; Apply steps |
| |for obtaining and evaluating |
| |information from a wide variety of |
| |sources and create a written plan after|
| |preliminary research in reference works|
| |and additional text searches ELAR |
| |8.22B; Narrow or broaden the major |
| |research question, if necessary, based |
| |on further research and investigation |
| |ELAR 8.24A |
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|Objective: | |
|The students will engage in study to deepen understanding of grammar concepts: identify, analyze, and imitate authors‘ | |
|techniques. | |
|The students will identify and use characteristics and features of informational text to comprehend and feature articles. | |
|The students will identify, analyze, and imitate the effects of authors‘ stylistic techniques (e.g., WriteAbouts, WriteLikes). | |
|The students will use elements of the writing process to compose texts (informational text). | |
|The students will employ research strategies to gather, plan, organize, and present ideas and information. | |
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|Overview: | |
|Develop a deeper understanding of the characteristics and features of informational text; | |
|Develop a deeper understanding of the techniques used in writing informational texts; | |
|Develop a deeper understanding of the strategies one can use to become better reader and writer of informational text; | |
|Develop a deeper understanding of the research skills in exploring and planning future career paths. | |
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|Literary Terms: | |
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|Expository writing | |
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|Summarize | |
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|Text features | |
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|Inference | |
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|Main Ideas & Details | |
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|Visualize | |
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|Homonyms | |
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|Grammar: Appositive | |
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|Six Weeks Project: | |
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|Write a feature article that synthesizes information from unit texts and independent research. Develop a PowerPoint that | |
|communicates the information included in the feature article. | |
| | |
|Essential Questions: | |
|How does comprehension of informational text contribute to lifelong learning? | |
|What do these texts teach us about informational writing? | |
|What techniques do these writers use in writing informational text? | |
|How can research skills help us as readers and writers? | |
|Suggested Lesson Ideas: | |
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|Lesson 6: Read “Robo-Legs” to Get the Gist | |
|Connect and Engage | |
|QuickWrite: What is one scientific development that you feel you could not live without? Think beyond obvious technological | |
|gadgets such as your computer or cell phone. Write one paragraph telling what a day might be like if this discovery had never | |
|taken place. Invite students to share their writing with a partner. | |
|Provide students with information about the authors and background to the articles. | |
|Revisit the active reading chart (wks.1-2) and remind students that as they monitor their reading, they should pause to check | |
|their own comprehension of the text. To monitor effectively, pause frequently and try the strategies such as asking questions | |
|about the information presented, visualizing or picturing events and details described, and rereading passages that they find | |
|confusing. Students can develop a three column chart to monitor their reading. | |
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|To further engage students, let them watch the video trailer which introduces and discusses scientific breakthroughs such as the| |
|use of prosthetic limbs and how they can improve one‘s quality of life. | |
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|Encourage students to use active reading such as annotating the text using Code System for Note-Taking. Encourage student to | |
|write their notes on sticky notes and affix them on their books. Invite students to share their notes to the whole class. | |
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|Develop Vocabulary in Context. Guide students to revisit the Vocabulary Building Chart. Review with students how to use clues | |
|surrounding new words. Invite students to use the boldfaced words on p. 935 to complete their Vocabulary Building Charts. | |
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|Read to Get the Gist of “Robo-Legs” and ”Eureka: Scientific Twists of Fate” | |
|Students will preview texts by skimming and scanning articles for text features. Continue recording responses on chart. | |
|As students read texts, ask them to keep in mind the following comprehension questions: What is the subject? What is the | |
|purpose? What is the main idea/message? How do you know? | |
|In small group settings, students read articles using the Reciprocal Process as modeled by teacher in weeks 1-2. Review the | |
|student roles involved in the Reciprocal Process and encourage them to use question stems. Students share their comprehension of| |
|the text with whole group. | |
|StepBack: Ask them to reflect on how active reading strategies can help readers gain a deeper understanding of a text. | |
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|Lesson 7: Reread “Robo-Legs” & “Eureka: Scientific Twists of Fate for Significant Moments” | |
|Invite students to reread the text and identify three sentences or ideas that are most significant to their understanding of the| |
|author‘s purpose of message. Students should use a T-chart to record responses. Ask students to share their significant | |
|sentences and explanations first with a peer. Then share responses with the entire class. | |
|StepBack: Encourage students to reflect with a partner. Ask: What did you do to explain the significance to the text? What did | |
|you learn from hearing a range of moments and explanations? Students record their responses in their Reader/Writer Notebooks. | |
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|Lesson 8:Read to Interpret the Text | |
|As students reread the articles, ask them to think of the following questions: How has society’s attitude toward scientific | |
|advancement changed over the years? What did Louis Pasteur mean when he said, “In the fields of observation, chance favors only | |
|the prepared mind.” Guide students to use textual evidence to support their responses. | |
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|Lesson 9: Read to Analyze Author’s Techniques | |
|Using a Venn diagram to record similarities and differences between the two articles, students should consider the subject | |
|matter, purpose, tone, and organization of ideas in each article. Ask students: Why do you think these articles were presented | |
|together in a single lesson? Students write responses in Reader/Writer Notebook. | |
|Students should understand that both articles dealt with similar topics, but their ideas were organized in different ways. Guide| |
|students to look at text features such as boldface type, titles, and subheadings to develop a better understanding on text | |
|organization. Ask students to analyze the functions for each text feature. Students may refer back to the List of Informational | |
|Text. While students skim text, ask them to look for words like but, however, increasingly, also, or instead that can signal | |
|transitions between ideas and words like first, next, later, and after that can also suggest chronological order. | |
|After students understand how topic sentences and text features including transitional words can give the reader clues to | |
|identify text organization, ask: How does the author’s use of part- by- part organization help convey the article’s message? | |
|(refer to text box: Text Structure ) | |
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|Lesson 10: Research for “Fleshing Out” Your Plan | |
|Have students to look back at their research topic and flow chart/outline. Tell students that questions such as those in a text | |
|can help direct their research efforts. Explain that using words who, what, when, where, why, and how can help them generate | |
|questions. Identifying keywords can help a researcher obtain specific information. | |
|Review with students common note-taking formats, such as a Main Idea and Details chart and a Three-Column Journal. Discuss the | |
|advantages of note cards for recording facts and ideas, this system allows a researcher to adjust the order of notes and to add | |
|more ideas during the research process. The cards can also be easily organized into groups. | |
|Assess students‘ familiarity with the Internet by asking them to name some of their favorite search engines. Search engines are | |
|Websites that organize information based on keywords, headings, popularity among Web users, and other criteria. Discuss methods | |
|that students might use to limit or focus an Internet search. For more tips on evaluating Websites refer to p. 1064. Give | |
|students time to explore various websites. Have students read the description of web page features on p.1065. Then discuss each | |
|feature by using the example web page to illustrate important ideas. | |
|Before you start research, learn how your library or media center is organized and what it offers. It is suggested that teachers| |
|speak to media specialists for an orientation before students begin their library research. Have a mini-lesson to discuss how to| |
|evaluate library resources including newspapers, periodicals and other non-fiction primary and secondary sources. | |
|Allow students the opportunity to research on their own. Review Research Tips and Strategies listed on pp.1076-1077. | |
|Students organize their information in a logical way. Graphic organizers may help them to re-organize their ideas. Tell students| |
|that the more information they include on their outline, the easier it will be to write their draft. | |
|Remind students to keep all research materials in their Feature Article Research Folders. | |
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|Lesson 11: Drafting | |
|Students develop a framework for drafting their research. Ask students to include an introduction (one that captures the | |
|attention of your audience, provides necessary background information), body (presents main ideas from your outline or graphic | |
|organizer that arranges, develops and synthesizes main ideas), conclusion (summarizes thesis and main points), and works cited | |
|list (remind students that all the information they need to produce this page of their paper is included on their source list). | |
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|Lesson 12: Revising | |
|An effective research paper is informative, well organized, and clearly written. When you revise, you evaluate all of these | |
|factors and make improvements to your draft. Refer to p. 1093 for Scoring Rubric. | |
|Analyzing Mentor Text: Appositive Phrases Display sentences from texts in which the author uses appositive phrases (i.e., lines | |
|9-10 p. 940). Ask students to address Questions for Studying Mentor Texts and chart their responses. Draft several sentences | |
|that do not contain an appositive. “Crack Open” these sentences and revise them to include appositive phrases that makes citing | |
|facts and evidences more concise. | |
|WriteLike: Allow students to develop their own leads by imitating the sentences presented in mentor text. Invite students to | |
|share their leads with the class. | |
|Ask students to revise their own leads and share their revisions with a partner. | |
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|Differentiation: | |
|During core program/core instructional time | |
|• Use New Word Analysis to teach students terms in “Robo-Legs”: generations(s) (lines11,42), technology(ies) (lines | |
|12,15,16,18,21,38). | |
|Have students silently read along as they listen to the Audio Anthology CD. Then divide students into Jigsaw Reading groups and | |
|assign one Targeted Passage to each group. When groups can read their passages fluently, have them do a choral reading for the | |
|class and discuss each passage‘s main idea. | |
|Having students form small groups, and assign each group one of the major search engines. Ask each group to investigate the | |
|search features, including the advanced search. Then have them demonstrate and explain to the class how to use each tool or | |
|feature to get the most benefit out of the search engine. Encourage students to include charts or other visual aids in their | |
|presentations. | |
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|Extensions: | |
|As students read articles, ask them to look for cognates and begin building a word wall. Guide students in identifying | |
|vocabulary meaning through context. Encourage students to use them in their written and oral responses. | |
|Both “Robo-Legs” and “Eureka: Scientific Twists of Fate” describe medical advancements that have helped people lead better | |
|lives. What problems would you like science to solve? Discuss your answers with a small group and share with whole class. | |
|Have students work together on a floor map and guide of the school library, indicating where all of the resources (books, | |
|reference, newspapers and periodicals, audio and video resources, e-resources (database, e-books or audiobooks, CD-ROMs etc.) | |
|Encourage them to use a computer if they wish. Have students compare maps and work on a final version that can be distributed to| |
|the class. | |
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|Gifted/Talented: | |
|Robotics has become an exciting field of study. Other than prosthetics, what is another way robotics is being used today? Ask | |
|students to form small groups to research to find an answer. Each group will present their findings to the class. | |
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|Interventions: | |
|Tier 2 | |
|Make sure students can pronounce all vocabulary words in this lesson. Working with a small group, remind them that dictionaries | |
|include pronunciation information for each word. Review how to interpret stress marks in a dictionary entry. | |
|Explain to students that writers often spend a great deal of time deciding on the titles and subheadings for articles. Ask | |
|students to work in pairs to come up with an alternative title and subheadings for one of the articles. Remind them that their | |
|titles need to grab readers‘ attention so that they will want to read the entire article. Have pairs share this changes with the| |
|class. | |
|Distribute print-outs of sample Web pages to pairs for students. Have them label each of these parts: menus, icons, search | |
|options, sponsors, credits, hyperlinks. Encourage them to identify other elements on each page as well. Review the labels and | |
|discuss the function of each feature. | |
|Have students work in small groups to create visual summaries of the Research Strategies Workshop (p.1076) Encourage them to use| |
|images, captions, graphic organizers, and bulleted lists to present what they have learned about the steps of the research | |
|process. Allow groups to present their summaries to the class. Clarify understanding as needed. | |
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|Suggested Assessment: | |
|Reader’s/Writer’s Notebooks Teacher observations | |
|Discussions Evidence of accountable talk | |
|Completed T-Chart Benchmarks | |
|STAR Diagnostic Report AR Testing | |
|Resources: | |
|Holt McDougal Literature, Grade 8 Teacher created material | |
|Holt McDougal Literature, Audio Anthology CD | |
|Word Wall Technology | |
|Vocabulary Log Graphic Organizer | |
|Student AR Goal Sheets Ancillary Material | |
|Video: | |
|Websites: Renaissance Place (AR), , | |
|, | |
|, , | |
|pdf/single/during/thinkaloud1.pdf, Holt Online Resource | |
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|Literature Selections: | |
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|pp.934-939 | |
|“Robo-Legs” | |
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|pp.940-943 | |
|“Eureka: Scientific Twists of Fate” | |
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|p.943 | |
|Vocabulary in Context | |
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|pp.1060-1077 | |
|Research Strategies Workshop, Unit 10 | |
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|p.865 | |
|Grammar: Appositive Phrases | |
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|8th Grade English Language Arts & Reading |TEKS: Analyze, make inferences and draw |
|Third Six Weeks: Weeks 5-6 Theme: Believe It or Not |conclusions about theme and genre in |
|Time Frame: 10 Days Genre: Informational Text, Biography |different cultural, historical, and |
|Writer: Jennifer Tippett Writing: Expository |contemporary contexts and provide evidence |
| |from the text to support their understanding.|
| |ELAR 8.3; Establish purposes for reading |
| |selected texts based upon own or others' |
| |desired outcome to enhance comprehension. |
| |Figure 19.110.20B; Summarize the main ideas, |
| |supporting details, and relationships among |
| |ideas in text succinctly in ways that |
| |maintain meaning and logical order. ELAR |
| |8.10A; Make subtle inferences and draw |
| |complex conclusions about the ideas in text |
| |and their organizational patterns. ELAR |
| |8.10C; Evaluate graphics for clarity in |
| |communicating meaning or achieving a specific|
| |purpose. ELAR 8.12B; Participate productively|
| |in discussions, plan agendas with clear goals|
| |and deadlines, set time limits for speakers, |
| |take notes and vote on key issues |
| |perspective. ELAR 8.28A; Synthesize and make |
| |logical connections between ideas within a |
| |text and across two or three texts |
| |representing similar or different genres, and|
| |support those findings with textual evidence.|
| |ELAR 8.10D; Make complex inferences about |
| |text and use textual evidence to support |
| |understanding. Figure 19.110.20D B; Analyze |
| |works written on the same topic and compare |
| |how the authors achieved similar or different|
| |purposes. ELAR 8.9A; Use comprehension skills|
| |to listen attentively to other in formal and |
| |informal settings. ELAR 8.26; Participate |
| |productively in discussions, plan agendas |
| |with clear goals and deadlines, set time |
| |limits for speakers, take notes and vote on |
| |key issues perspective. ELAR 8.28A; Evaluate |
| |various techniques used to create a point of |
| |view in media and the impact on audience. |
| |ELAR 8.13C; Produce a multimedia presentation|
| |involving text, graphics, images and sound |
| |using available technology. ELAR 8.17D; Use |
| |conventions of capitalization ELAR 8.20A B; |
| |Use correct punctuation marks ELAR 8.20B B; |
| |Spell correctly, including using various |
| |resources to determine and check correct |
| |spellings; ELAR 8.21A; Revise drafts to |
| |ensure precise word choice and vivid images; |
| |consistent point of view; use of simple, |
| |compound, and complex sentences; internal and|
| |external coherence; and the use of effective |
| |transitions after rethinking how well |
| |questions of purpose, audience, and genre |
| |have been addressed. ELAR 8.14C; Edit drafts |
| |for grammar, mechanics, and spelling. ELAR |
| |8.14D; Produce a multimedia presentation |
| |involving text, graphics, images and sound |
| |using available technology. ELAR 8.17D; |
| |Follow the research plan to gather |
| |information from a range of relevant print |
| |and electronic sources using advanced search |
| |strategies. ELAR 8.23A; Presents the findings|
| |in a meaningful format. ELAR 8.25C |
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|Objective: | |
|The students will engage in study to deepen understanding of grammar concepts: identify, analyze, and imitate authors' | |
|techniques. | |
|The students will identify, analyze, and imitate the effects of authors' stylistic techniques (e.g., WriteAbouts, | |
|WriteLikes). | |
|The students will identify and use characteristics and features of informational text to comprehend and feature articles. | |
|The students will use elements of the writing process to compose texts (informational text). | |
|The students will employ research strategies to gather, plan, organize, and present ideas and information. | |
|The students will write a feature article that demonstrates learning as a project. | |
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|Overview: | |
|Develop a deeper understanding of the characteristics and features of informational text; | |
|Develop a deeper understanding of the techniques used in writing informational texts; | |
|Develop a deeper understanding of the strategies one can use to become better reader and writer of informational text; | |
|Develop a deeper understanding of the research skills in exploring and planning future career paths. | |
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|Literary Terms: | |
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|Expository writing | |
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|Summarize | |
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|Analyze | |
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|Timeline | |
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|Clarify | |
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|Six Weeks Project: | |
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|Write a feature article that synthesizes information from unit texts and independent research. Develop a web page that | |
|communicates the information included in the feature article. | |
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|Essential Questions: | |
|How does comprehension of informational text contribute to lifelong learning? | |
|What do these texts teach us about informational writing? | |
|What techniques do these writers use in writing informational text? | |
|How can research skills help us as readers and writers? | |
|Suggested Lesson Ideas: | |
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|Lesson: Building Background Knowledge for Timeline: Evolution of the Blues | |
|Connect and Engage | |
|Draw a concept web using the word “blues” in a center circle. Ask students what words/phrases they associate with the | |
|word. Chart responses. | |
|Choose several blues songs to play for students. Ask students to write words/phrases/ideas that come to mind as they | |
|listen to songs. Based on what they have written in their Reader‘s/Notebooks, invite students to define the “blues.” | |
|To preview the timeline (Evolution of the Blues), write the title and headings on the board. Ask students: Based on these,| |
|what kinds of events do you think the timeline might include? | |
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|Lesson: Read “Timeline: Evolution of the Blues” to Get the Gist | |
|Students read and analyze the timeline on p. 191. What is the subject? Ask students to discuss with a partner the purpose | |
|and characteristics of a timeline. Chart students‘ responses. Ask students: What is the main idea/message of this | |
|timeline? Based on their responses, students write a short summary in Notebooks and share summaries with one of their | |
|peers. Invite students to share their summaries with class. | |
|StepBack: Ask students: How have timelines helped you understand specific concepts? Students might think of examples of | |
|timelines they have encountered within other content areas. Remind students that writers organize their ideas in a variety| |
|of ways, depending on their topic and their purpose for writing. When you find that pattern of organization or text | |
|structure within a selection, it is easier to locate and to recall a writer‘s ideas. | |
|Refer to p. 190 Skill Focus: Identify Scope Chart. Students draw a chart from p.190 as a way to identify how wide or | |
|narrow the scope of a selection is and to consider how the writer covers the people, places, events and topic of text. | |
|Using a chart will allow them to track their answers to the following questions: (1) How many people does it introduce? | |
|How well do you get to know them? (2) How many places it describe? (3) How many events does it cover? How much time do | |
|they span? (4) What is the topic? How many aspects of it are discussed?’ | |
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|Lesson: Read and Analyze “Timeline: Evolution of the Blues” | |
|Ask students the following: How did blues music influence rock and roll music in the 1950s and 1960s? Why do you suppose a| |
|timeline called “Evolution of the Blues” includes key events in African American history? Students use information from | |
|timeline to support their responses. | |
|Just as many blues songs mirrored the times in which they were written songs today often reflect the times. Have students | |
|work in groups to come up with a list of songs that reflect different aspects of the time period in which they live | |
|including cultural and/or world events, social problems, dress and fashion etc. Groups present their timelines to class. | |
|Remind students to indicate the reasons behind their choices. In 25-50 years, how would historians characterize our times?| |
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|Lesson: Read to Get the Gist for “Basic Blues: An American Art Form” & “Musicians Know the Blues Firsthand” | |
|Guide students’ attention to the photographs and captions on p.192 (Basic Blues article). Prepare students to read the | |
|article by asking these questions: what musical instruments are shown in the photographs? Since two of the artists are not| |
|shown with instruments, what is likely their musical talent? | |
|Introduce Basic Blues & Musicians Know the Blues by posting the following gist questions: What is the subject? What is the| |
|purpose? What is the main idea/message? How do you know? | |
|Encourage students to continue using metacognitive strategies as they annotate the selections in their Notebooks. | |
|Tell students that they will read both articles and respond to the gist questions. After reading students create a chart | |
|to write a short summary in Notebooks for each of the articles. Give students the opportunity to share summaries with a | |
|peer and then with whole group. | |
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|Lesson: Reread “Basic Blues: An American Art Form” & “Musicians Know the Blues Firsthand for Significant Moments” | |
|Students work with a partner to identify three ideas or sentences that appear to be most significant to the understanding | |
|of the topic in Basic Blues and Musicians Know the Blues Firsthand. Create a T- chart in Notebook to record ideas & | |
|explanations. Allow students an opportunity to read ideas/sentences and how they helped in understanding the article. | |
|Guide students to listen for similarities/differences in the ideas/phrases that have been chosen. Chart responses and | |
|explanations. | |
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|Lesson: Interpretation and Evaluation of History Article | |
|Based on their reading of text, ask students: What make the “blues” an American art form? Using textual evidence to | |
|support responses, students share their answers with small group then whole class. | |
|Do you think the article “Basic Blues” gives a thorough overview of the blues as an American Art Form? What other | |
|questions, topics, or information might it have covered? Guide students to discuss responses in small groups and then | |
|chart their responses for whole class discussion. | |
|Invite students to respond in Notebooks to the following question: What feelings did the original blues musicians express | |
|through their music? Support answer with evidence from “Basic Blues” article. | |
|Refer students back to their Identify Scope Chart. Ask them to complete appropriate column for each of these articles. | |
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|Lesson: Drawing Conclusion by Analyzing and Comparing Scope | |
|When you draw conclusions from multiple texts remember the following: (1) as you read think about how the materials are | |
|the same and how they are different. (2) identify the important ideas by taking notes of what each writer emphasizes as | |
|well as what you want to remember later (3) keep track of the important ideas using a graphic organizer (4) decide what | |
|you think by using the graphic organizer to compare the reading selections‘ important ideas and make up your mind about | |
|the topic. Ask yourself, what I now think about this topic. | |
|WriteAbout: Ask students to compare the scope for the selections they have read. Which of the three selections has the | |
|narrowest scope? How do the scopes of the other two selections compare? Guide student to use Identify Scope charts to | |
|support their reasons. | |
|Now that students have read three different texts on the same topic ask them to pull together the information from their | |
|Identify the Scope chart and reflect on the information they have gathered together. | |
|Using information from the timeline and articles, ask them to answer the following: How is blues music still important | |
|today? Students write a paragraph or two in their Reader‘s/Writer‘s Notebook. | |
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|Lesson: Writing a Job Description | |
|Based on their initial research on their career choice, students will write a job description for their career choice. The| |
|job description should include: job responsibilities, skills needed, education and experience, professional outlook and | |
|why I like this career. Other options would be to include salary (how does this job pay on the average?), working | |
|conditions (inside, outside; lifting or not, hours etc.). Students might be provided a Career Information Student | |
|Worksheet for recording specific career choice information. See Sample A & B Job Descriptions | |
|Stepback: What feature(s) of your job description will help in writing your feature article? Ask students to respond in | |
|their Reader/Writer Notebook and share responses with a small group. Invite each group to share their responses and chart | |
|their responses. | |
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|Lesson: Revising and Editing Feature Article | |
|Ask students to read the conclusion for their feature article. Remind them that the conclusion should leave a lasting | |
|impression by: reminding the reader of the article‘s main idea, suggesting an appropriate course of action or encouraging | |
|a change of attitude or opinion. | |
|Students add details and revise their texts for clarity. Ask students to revise their feature article by removing all the | |
|“dead words” from their drafts. Discuss with class that dead words are words used in that are not colorful. Guide students| |
|to revisit their writing and to change any dead words in their drafts to clearer, more active words. | |
|Students could work together with peers and teacher to ensure that the feature article conveys the information and ideas | |
|they wish to communicate. | |
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|Lesson: Revising and Editing Feature Article (cont.) | |
|Introduce specific guidelines for reviewing a partner‘s feature article for clarity of main idea. Students share their | |
|writing with partner or trio in order to get one more sets of feedback. Peer review can be scaffold by series of questions| |
|and corresponding sentence starters that keep the process on track. Refer to Reviewer Response Sheet for a Feature Article| |
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|After reviewing feedback from peers, students work independently in revising their writing to clarify the main idea of | |
|their feature article. | |
|Students can assess their own work and learning by answering the following reflection questions: What do you think is the | |
|strongest line in the article? Why? What did you struggle with most in creating this article? Where could you include some| |
|more specific detail? | |
|Students can complete a feature article reflection | |
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|Lesson: Publishing - Create a web page for feature article | |
|Students brainstorm ideas for Web page project. Have students briefly describe each of the sections of information that | |
|their Web page will include. For example: What kinds of information will they need to gather? Where will they get it? | |
|Media elements should include a description for each of the media elements they want to include in their project and where| |
|they might search for them (i.e., text, graphics, audio, video, and animation).Students should describe the overall look | |
|of their Web page (what layout and colors could they use to achieve this design?) | |
|Guide students to plan their Web page by briefly describing the subject/topic, giving the main purpose of Web page, | |
|describing the target audience, length of Web site (how many pages will it include), and set a schedule for completing the| |
|steps of their Web page. | |
|To assist students in creating a web page have them create a flowchart as a preliminary blueprint for their project. Each | |
|box in a flowchart represents one page. Lines represent links, or connections, from one page to another. One of the most | |
|common flowchart structures is the tree structure. | |
|As students collect media elements for their Web page, remind them to keep track of their sources. They should create a | |
|chart to describe each media element they find. Chart includes three major headings: Description, Type of Media Element, | |
|and Source. For example, Description (poster from…), Type of Media Element (i.e., graphic) and Source (American Film | |
|Institute Web site http ://...) | |
|Storyboarding can give detailed pictures of each page on Web page. Students draw an overall sketch of everything that will| |
|appear on the page, including text. The storyboard also includes the name of each button that will appear on the page and | |
|tell what happens when the button is selected. Media elements describe the graphics (photos and art) and audio, video and | |
|animation descriptions for the screen. | |
|Students who do not have access to technology may create a poster/trifold to show how their Web page would look. Web page | |
|presentations will be shared in class. Teacher may give students the opportunity to share presentations to another grade | |
|level or display web page posters in school library or during a literacy night/PTA. | |
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|Differentiation: | |
|During core program/core instructional time | |
|Have students create a timeline of their life indentifying 5-10 events, using appropriate units of time (intervals) and | |
|chronological order. Some student timelines might illustrate cause and effect relationships. | |
|Imagine you have chosen one of the following topics for a report: the birth of blues music and how blues has changed over | |
|the years, important events in African American history, the life of blues musicians. Explain which selection you would | |
|use as a source of information for this topic and why. If more than one selection would be useful to you, be sure to | |
|explain what each would provide. Work in pair/trios to respond. | |
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|To help students in revising feature articles for eliminating “dead” words, generate a list of dead words on chart paper | |
|to display around classroom. Show students an example of a feature article. Model revision strategy by asking students to | |
|help look for dead words in the article. Underline dead words found in the article. Ask them to help you change each | |
|underlined word to a more interesting or active word that paints a better picture and brings their writing alive. | |
|Continue to conference with individual students to suggest strategies that might help them in their writing. | |
| | |
|Extensions: | |
|Interdisciplinary Activity: Students create a musical presentation of a blues performer. Students write a brief report or | |
|create a timeline describing the performer‘s career and contribution to the blues. Presentation may include visual image | |
|and, if relevant, an audio or video clip. Students might showcase their talent by playing an instrument in their | |
|presentations. | |
| | |
|Gifted/Talented: | |
|Students can be encouraged to analyze the scope of aother history of feature article in the text book. Then ask them to | |
|meet in small groups to summarize and compare the articles in terms of scope. | |
| | |
|Interventions: | |
|Tier 2 | |
|Students form small groups to discuss why music is such a powerful force in defining various generations. Which styles of | |
|music do they associate with which generations? How does music create difficulties between members of different | |
|generations? Are there kinds of music that transcend generational differences? Each group presents a visual representation| |
|of their ideas/responses. | |
|Work with small groups in conferencing with students to make sure they are ready to publish their feature article. | |
|Work with small groups to assist them in looking for reliable resources for their research and in organizing the | |
|information they have gathered. | |
| | |
| Suggested Assessment: | |
|Reader’s/Writer’s Notebooks Teacher observations | |
|Discussions Evidence of accountable talk | |
|Completed T-Chart Benchmark | |
|STAR Diagnostic Report AR Testing | |
|Resources: | |
|Holt McDougal Literature 8 Holt McDougal Literature Audio Anthology CD | |
|Teacher created material Ancillary Material | |
|Word Wall Technology | |
|Vocabulary Log Graphic Organizer | |
|Student AR Goal Sheets | |
|Video: | |
|Websites: Renaissance Place (AR), Holt Online Resource , | |
|, , | |
|, , | |
|pdf/single/during/thinkaloud1.pdf | |
| | |
|[pic] [pic] | |
| | |
| | |
| | |
| | |
|Literature Selections: F | |
| | |
|p.191 | |
|“Timeline: Evolution of the Blues” | |
| | |
|pp.192-193 | |
|“Basic Blues: An American Art Form” | |
| | |
|p.194 | |
|“Musicians Know the Blues Firsthand” | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
-----------------------
6 Weeks Novel: Flowers of Algernon
Text Structure
Part-by-Part
• Definition: One idea or group of ideas suggests another which suggests another, and so on until the end. Each idea is related in some way to the one before it and the one after it, but necessarily in the same exact way.
• Example from “Robo-Legs”: The author presents information about artificial limb technology. Then he talks about how people’s attitudes toward wearing such limbs are changing. Each new idea relates to the one before it-but not in any predictable way. To follow along, the reader must pay attention to topic sentences and subheadings, which introduce new parts.
6 Weeks Novel: Flowers of Algernon
*/QX[]evw‹‘¥¬°·ÂÄÔÕÝ " # ( ) ƒ Œ Ž &/1òæÞÓËÓÃÓÃÓ¸ÓËÓ¥?¥Ó¸Ëøæ”gRgR)h‚5?B*[pic]CJOJ[?]QJ[?]\?^J[?]aJph/hþe•h‚5?B*[pic]CJOJ[?]QJ[?]\?^J[?]aJph)hþe•h‚B*[pic]CJOJ[?]QJ[?]^J[?]aJphh‚5?CJaJ
h>^òCJQuestions for Studying Mentor Texts
1. What do you notice about the text?
2. How did the author use commas within sentences?
3. What did you learn from the author’s style?
6 Weeks Novel: Flowers of Algernon
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